Thesis (MA)--Stellenbosch University, 2014. / ENGLISH ABSTRACT: Contextual stressors that are associated with living in low-income communities have an adverse impact on the mental health of adolescents. International studies indicate that this outcome is influenced by the presence of factors that may buffer the impact of stressors, or which may increase adolescents' vulnerability to experiencing stress. The present study was aimed at exploring the factors that influence the mental health of 173 school-going adolescents residing in low-income communities in the Western Cape. By using a quantitative method with a correlational design, the research explored the relationship between depression (measured on the Beck Depression Inventory - Second Edition) and the following factors respectively: self-esteem (measured on the Rosenberg Self-Esteem Scale), coping strategies (measured on the Coping Strategies Indicator), perceived social support (measured on the Social Support Appraisals Scale) and resilience (measured on the Resilience Scale for Adolescents). Results of the correlational analyses indicated that high self-esteem, higher use of the problem-solving coping strategy, stronger perceived social support and higher resilience were significantly related to decreased levels of depression. In contrast, higher use of the avoidant coping strategy was significantly related to higher levels of depression. These results indicate that while some factors may buffer the impact of perceived contextual stressors on adolescents' mental health (for example, problem-solving coping, stronger perceived social support and resilience), other factors may increase adolescents' vulnerability to experiencing depression (for example, avoidant coping). These results may inform interventions focused on promoting mental health or preventing incidence of depression in adolescents living in low-income communities. / AFRIKAANSE OPSOMMING: Kontekstuele stressors wat geassosieer word met ʼn bestaan in lae-inkomstegemeenskappe het ʼn nadelige impak op die geestesgesondheid van adolessente. Internasionale studies dui daarop dat hierdie resultaat beïnvloed word deur die teenwoordigheid van faktore wat die impak van stressors kan versag of adolessente se kwesbaarheid vir stres kan verhoog. Die huidige studie is daarop gemik om ondersoek in te stel na die faktore wat die geestesgesondheid van 173 skoolgaande adolessente, wat in lae-inkomstegemeenskappe in die Wes-Kaap woon, beïnvloed. Deur ʼn kwantitatiewe metode met ʼn korrelasionele ontwerp te gebruik, het die studie ondersoek ingestel na die verhouding tussen depressie (bepaal volgens die Beck-depressie-inventaris-Tweede uitgawe [Beck Depression Inventory - Second Edition]) en die volgende faktore: selfagting (bepaal volgens die Rosenberg-selfagtingskaal [Rosenberg Self-Esteem Scale]), hanteringstrategieë (bepaal volgens die hanteringstrategie-aanduider [Coping Strategies Indicator]), waarneembare sosiale ondersteuning (bepaal volgens die sosiale-ondersteuningstakseringskaal [Social Support Appraisals Scale]) en geeskragtigheid (bepaal volgens die geesteskragtigheidskaal vir adolessente [Resilience Scale for Adolescents]). Die resultate van die korrelasionele ontleding dui daarop dat hoë selfagtingsvlakke, ʼn toename in die gebruik van probleemoplossingstrategieë vir die hantering van situasies, beter waarneembare sosiale steun en hoër geeskragtigheidsvlakke ʼn beduidende verwantskap toon met ʼn afname in depressievlakke. In teenstelling hiermee was daar ʼn opvallende verband tussen vermydingsgedragstrategieë en hoër depressievlakke. Hierdie resultate dui daarop dat hoewel sommige faktore die impak van waarneembare kontekstuele stressors op die geestesgesondheid van adolessente kan versag (byvoorbeeld probleemoplossingstrategieë vir die hantering van situasies, beter waarneembare sosiale steun en geeskragtigheid), ander faktore die adolessente se kwesbaarheid vir depressie kan verhoog (byvoorbeeld vermydingsgedragstrategieë). Hierdie resultate kan moontlik ʼn bydrae lewer tot ingrypings wat gemik is op die verbetering van geestesgesondheid of op die voorkoming van die voorkoms van depressie by adolessente wat in lae-inkomstegemeenskappe leef.

The problem of this study was to determine if there was a difference in the self-concept of two groups of ninth-grade students when one group received the services of junior and senior students in a Peer Assistance and Leadership class. The results of the Piers-Harris Children's—Self—Concept Scale were used to determine the difference between the mean self-concept scores of the two groups and also to determine if there was a relationship between the criterion variable of the total self-concept score and eight predictor variables as identified by House Bill 1010: Limited English proficiency, age, school attendance, achievement scores two or more years below grade level in reading and mathematics on a norm-referenced test, failure to master any portion of the Texas Educational Assessment of Minimum Skills, failure in two or more subjects, grade retention, and eligibility for free or reduced-price lunch. A total of 105 students, 50 in the experimental group and 55 in the control group, participated. The findings revealed that there was no significant difference in the mean self-concept scores of the two groups. The correlation revealed that there were significant differences between self-concept and the variables of mathematics achievement scores, failing grades, and eligibility for free lunch.

University of Macau / Faculty of Education

University of Macau / Faculty of Education

University of Macau / Faculty of Education

published_or_final_version / Social Work / Master / Master of Social Sciences

Many areas of development converge as adolescents confront their major task of establishing an adult identity. However this is a complex task complicated by the difficulties experienced in the South African context. Concerns about health and well-being, coupled with research findings that emphasized adolescents' reluctance to seek help, prompted a review of adolescents needs. The present study explored the problems experienced and the coping styles used by a sample of adolescents living in the South African context. Participants' self-esteem was examined in relation to styles of coping that were employed. Data was gathered from questionnaires distributed to adolescents from three schools in the locality of Pietermaritzburg, KwaZulu-Natal, including one rural school and two urban schools. The final sample consisted of 362 subjects. The data were analysed using frequencies, factor analyses, Pearson's correlation coefficient and regression analyses. The results of the study showed that adolescents experienced problems which included difficulties related to school achievement and maintaining standards; money problems; interpersonal problems regarding relationships with parents and family, friends and partners; intrapersonal problems, dealing with personal problems, depression and not wanting to live; and future related concerns, involving qualifications, careers, and employment. Three coping style described strategies employed by adolescents to manage their concerns: Internal coping, Active coping, and Withdrawal or an Avoidant style of coping. Of the three styles participants used an internal style of coping most frequently overall. However, all styles of coping were used interchangeably in order to solve problems of different types. Coping styles were found to be specific to particular problem domains. Analysis of self-esteem was carried out for participants from one urban school only, as the scale did not meet the criteria for reliability for the remaining two schools. Associations between self esteem and coping styles showed that a negative relationship existed between an avoidant coping strategy and self-esteem, and a positive relationship existed between self-esteem and an active coping style. Findings also showed the greater the degree of avoidance in problem solving the lower the expected level of self-esteem. This study presents findings that show evidence of adolescents' difficulties and stresses, and an emergent need for assistance at a time of change and transformation in South Africa. Where better to address these needs than in the educational environment within the framework of Guidance and Counselling. The results of this study may inform and render assistance in constructing an appropriate Life Orientation and Guidance curriculum for all schools, that will address current needs of adolescents as they confront the chief task of adolescence, that is the formation of an adult identity, a South African identity. / Thesis (M.Soc.Sc.)-University of KwaZulu-Natal, Pietermaritzburg, 2005.

The Zanzibaris of Durban constitute the smallest minority in South Africa's ethnically diverse society. The largest cluster of Zanzibaris reside in a predominantly Indian area of Bayview, Chatsworth. Their adolescents attend schools with black and Indian peers. The theoretical perspectives of self-esteem and social distance imply that adolescents in such circumstances face a complex task of identity formation. This study compared levels of self-esteem, as measured by the Piers Harris Self Concept Scale, in Zanzibaris, Zulu-speaking blacks and Indian boys and girls aged 13-16 years. The sample consisted of 263 respondents of 3 racial groups (Zanzibaris (n=60); Indians (n=154) and Zulu-speaking blacks (n=49), of both genders drawn from two urban schools in Bayview, Chatsworth (a socio-economically heterogeneous area) in Durban. An adaptation of the Bogardus Social Distance Scale was employed to assess the attitudes of Zanzibari adolescents to other racial groups. These attitudes were examined for gender differences and in relation to self-esteem scores. In view of the sensitivity of the study, parental consent was sought and respondents were briefed before and after administration of the measures. The results were analysed using analysis of variance, t-tests and correlation co-efficients. Interracial comparisons did not uphold the prediction that Zanzibaris would exhibit significantly lower levels of global self-esteem or its six components. Zanzibaris displayed significantly higher scores globally and for five of the components. No significant gender differences were found in self-esteem scores of the entire sample or for each racial group. The prediction, that Zanzibari adolescents in view of their circumstances, would show greater social distance towards blacks than towards Indians was not supported. Zanzibari boys and girls were similar in their ranking of other racial groups in terms of out-group preference, with boys showing greater social distance towards each group. Self-esteem and social distance scores were positively correlated at a non-significant level. This did not support the prediction that minority adolescents who preferred out-groups over in-groups would have lower self-concept scores. The findings are discussed in terms of theories of self-esteem, social identity and contact hypotheses, and contrasted, with those of other studies conducted in South Africa and abroad. Attention is drawn to the strengths and limitations of this study. The findings have implications for policy makers at the level of school and community in order to reduce prejudice and promote intergroup harmony. It is suggested that curriculum packages include social science sessions to explore concepts of tolerance, racism and inter-ethnic communication both at individual and institutional levels. In the light of this study, suggestions are made for further research to inform the discourse around marginalised minorities. / Thesis (M.Ed.)-University of Natal, 1998.

This thesis provides an ethnography of the final year at an emerging middle-class private high school in the Northeast of Brazil. It draws on 15 months of fieldwork, including participant observation in the classroom wherein I followed students whilst they prepared for vestibular (the university entrance exam). Students' movements through Fortaleza, one of the world's most unequal cities, produced knowledge about the kind of person that one could and should be in the future. Private schooling appeared to provide a route for students to realise that metaphorical (and perhaps physical) movement. Vestibular served as a sort of rite of passage that could transform (emerging middle-class) youth into (middle-class) adults. Students and teachers characterised vestibular as a luta (fight) that could be won with enough training, flexibility and commitment. Good or high self-esteem was needed to overcome laziness and endure this luta and, thus, teachers and students worked on producing better self-esteem through affective work. Dreams (aspirations for the future) also played a critical role: the school encouraged students to engage in time work, to imagine appropriate future(s) into which students could channel their energies in the present. This version of individual power differed from the political and economic power structures portrayed in the classroom. Students grew indignant as, through curriculum and pedagogy, they came to understand that they were oppressed and that Brazil was underdeveloped and not quite modern. The university entrance exam served as a national meritocratic ritual that portrayed Brazil as becoming modern with governable and governing citizens. Students resisted these assertions and/but their cynicisms belied hope for better imagined futures. Using the classroom as container, this thesis presents a portrait of people and ideas in formation during a post-Lula era.

A survey of four classes of ELD (English language deficient) students of Mexican descent was performed at Rancho Verde High School, Moreno Valley, CA in March, 2001 in an attempt to determine whether adolescents of Mexican descent who develop an identity close to their Mexican roots have higher levels of self-esteem than those who develop an identity close to their American experience.